Since 2014, the Government has required all Local Authorities and schools in the UK to publish, in one place, information about the services and provision that are available in its own area for children and young people aged 0 to 25 who have Special Educational Needs and/or a Disability (SEND) and outside of its area for the children and young people for whom it is responsible, regardless of whether or not they have Education, Health and Care Plans. This is known as the Local Offer.
For more information on available services from Swindon's Local Offer go to: https://localoffer.swindon.gov.uk/home/
You could also visit Swindon SEND Families Voice. They are the parent partnership organisation within Swindon, the link to their website is: https://swindonsendfamiliesvoice.org.uk. They are a useful source of support and information to families with children with SEND.
For more information about SEND law, please click here.
For SENCo related queries please contact Mrs Edmonds:
Headteacher - Mrs Sarah Sumner
SENCO and SRPCO - Mrs Louise Edmonds
SEND at Westlea
At Westlea Primary School we embrace the fact that every child is different and, therefore, the educational needs of every child are different - this is certainly the case for children with SEND. At Westlea Primary School we are committed to the equal inclusion of all pupils in all areas of primary school life. We recognise the diverse and individual needs of all of our pupils and take into account the additional support required by those children with SEND. Westlea Primary School believes that all pupils should be respected and valued.
All staff appreciate that children learn in different ways and that this can be beneficial to all. We achieved the Healthy School Silver Award in 2016, which reflects the levels of care and nurture we extend to every child in the school and how we value the impact of each child having a broad and balance education, with equal opportunities.
Quotes from our latest OFSTED report October 2016:
Leadership has ..."a tight focus on the quality of teaching to ensure that teaching meets the needs of pupils, especially those with special educational needs and/or disabilities and the disadvantaged. Consequently, pupils are making effective gains in their learning from low starting points."
"A significant strength of the school is the quality of care, guidance and support provided for your pupils. A strong culture of staff working closely with experts, and other agencies exists to provide an all-round education, enabling even the most vulnerable pupils to thrive."
"Parents are overwhelmingly positive about the ‘all-round’ education their children receive, with the vast majority saying that they would recommend the school. Particularly, parents of pupils with special educational needs and/or disabilities spoke with delight of the high levels of support the school provides. They welcome the guidance you give, not only to their children, but also for them as parents. This helps their children to make strong progress with their learning and social skills."
"Risk assessments are thorough and regularly monitored by leaders, especially for those pupils who have special educational needs and/or disabilities. For example, fire evacuation procedures for pupils in wheelchairs are comprehensive."
"Evidence scrutinised during the inspection shows pupils are making good progress given their vulnerabilities and complex needs."
"Differences have rapidly diminished between disadvantaged pupils and other pupils in the school and nationally, in all subjects."
"You use your pupil premium funding wisely to provide opportunities to enrich pupils’ learning and provide them with wider experiences. For example, a trip to the Houses of Parliament and the opportunity to meet their local member of parliament opened up the world of democracy to pupils. This increased pupils’ understanding of how the voting system works."
"Similarly, pupils with special educational needs and/or disabilities are also making good progress. Teachers know their pupils well and consequently plan activities that will effectively meet their individual needs and interests."
There are good transition procedures in place with pre-schools, between classes/key stages within school, to/from other schools and secondary schools. These transition procedures may include extra induction, visits by both pupil and staff to/from both settings, information shared, questions answered, transition meetings held and attended, and photo book for pupil to have prior to starting school/transferring; thus ensuring smooth transitions for the pupils. Staff from 3 different secondary schools have reported successful smooth transitions for SRP pupils; with 1 commenting that the transition document they received was the most detailed and informative they had ever had.
Please see our SEND Policy